Alike…curiosity, creativity and schools
These are the words of Tony Wagner, who has promoted educational innovation through his work with Harvard University, Keynote speeches and books.
As babies we are finding out how things works. Why do babies put paper ( or any thing for that matter) in their mouth? It is to test it out. They want to know all about it. It is the natural curiosity in them to see what the object is.
As toddlers we are constantly asking questions. Why? When? What? Where? Who? Again, it is the natural curiosity in toddlers.
Our youngest learners in school are full of curiosity, innovation and creativity. When walking through Pre-school this week I saw this in full flow. Children were using see-through umbrellas to mix paint on. Another child was holding the the umbrella watching what was happening. It was great to see.
My question to you is do your students ask those sort of questions? Do they show this natural curiosity? Are they willing to take risks? Try something new? Or has “the system” or school changed or re-wired this curiosity, creativity and innovation. What changes?
Take a look at the cartoon, below, from Jean Marc Cote. Amazingly it was drawn in 1901 and it predicts a school in 2000. Is that what school is really like in the new millennium? Do we feed information to our students? Or are we inspiring, creating opportunities for innovation and creativity, creating a sense of awe and wonder?This week I watched an inspiring short film named Alike. In the short film directors Daniel Martinez Lara and Rafa Cano Mendez remind us of the importance of letting our children be children. It is 8 minutes well spent.
Take a look at it below.
I loved the film it really resonated with me and I cant wait to share it with my class, my fellow teachers and in this blog! My take aways from the film are that our students are naturally driven by curiosity, by passion and a sense of freedom that is slowly being taken away from them by “the system” in which they grow up. Students need opportunities for innovation and creativity. They need to understand that thinking differently is good and that you probably won’t be thinking the same as other people. Children need to be able to follow their hearts and their dreams. So…
- Let’s be rebels. Let’s teach our children to be rebels.
- Let our students be open to life, to love, to art and to nature.
- Let them find the music and dance. Let them find the colours and paint.
- Teach them to share love.
- Give them the opportunity of creation, of imagination and adventure.
- Let them play.
How am I going to use it in school?
As a teacher…
I think the short film offers an opportunity to use as a provocation with students. It will allow them opportunities to think and discuss the type of learner that they are. What are there interests? It would be great to use at the start of the year and sow the seed that every child in the class is an individual whose opinion really matters. It could be used as an introduction to Passion Projects or Genius Hour.
I think it could be shown to fellow teachers so that they can reflect on the type of learners that they are encouraging in their classroom. Where and how does the learning happen? Is it a one way process (like Jean Marc Cote’s cartoon) or are all members of the class involved in the learning? Is creativity limited and are students expected to produce the same work/learning ( like Paste was expected to in Alike)? Are children able to express themselves and play a violin?
As a ATL…
In my role at Activator of Thinking and Learning, to try and create a Culture of Thinking, I am currently creating a video to share with staff at our last meeting of the year. The video is simply about thinking. I ask them 3 or 4 questions to students and they answer the questions. The questions are:-
- What is thinking?
- If I were to open up your head and look at what is happening inside what do you think I would see? You can use your imagination here…
- When do you do your best thinking?
- What do you like to think about?
As I have collected more videos something really struck me about the answers to Question 2. What is happening in your head when you are thinking?
When I asked children in the Early Years (aged 3-7) children responded with creativity, imagination and freedom. They gave answers such as:
- “Colourful clouds in my brain mixing together”
- “Different coloured lights flashing”
- ” Balls moving around quickly”
However the children in the later grades ( ages 8-11) found the answer much harder to answer. They gave me more serious answers about the brain and the left and the right side of the brain. No I am not doubting that they are valuable answers but Why is that? Even with the opportunity to use their imagination some children find it difficult. Does school repress this natural reaction? Or Is it that the children by 8 years old have already lost that innate curiosity and creativity?
I suppose my big take-aways from Alike are:
- We need to teach children the right values from a very early age.
- We need to understand what makes our students happy.
- We need to allow creativity and innovation in every classroom. Creativity brightens our souls and allows for new thinking and new connections.
- Schools need to allow time for students to practice these skills. These skills will help them in our changing world. Creativity, imagination and curiosity need to be built in to our Units of Inquiry/Learning.
- Teachers and leaders need to model creativity, in schools and classrooms, and allow for more opportunities for children to use their imagination and follow their natural curiosity.